Health Grade 1

HEALTHTeacher's Guide Grade 1

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Unit 1: Eat RightGrade Level Standard The learner demonstrates understanding of nutrition, personal health, and safety.Content Standard The learner understands the importance of good eating habits.Performance Standard The learner demonstrates good decision-making skills in choosing foods to eat inevery meal.Overview This unit is about food that comes from plants and animals and good eatinghabits including choosing between healthful and less healthful foods.Motivation and PretestNumber of Sessions: 1Materials Needed: real vegetables mentioned in the song, real or cutouts of vegetables (whichever are available), recording of the song of Bahay Kubo1. Teach the song Bahay Kubo. Bahay Kubo2. Distribute the real or cutout Bahay kubo, kahit munti vegetables to the different ang halaman doon ay sari-sari groups. Singkamas at talong, Sigarilyas at mani,3. Tell the pupils that the Sitaw, bataw, patani vegetables mentioned in the song are all plants. Kundol, patola, upo't kalabasa At saka mayro’n pang Labanos, mustasa,4. Divide the class into 18 Sibuyas, kamatis, groups, each representing a Bawang at luya vegetable mentioned in the Sa paligid-ligid ay punô ng lingasong.5. Tell the pupils to sing the song and raise their vegetable as it is mentioned oras each vegetable is mentioned, point to the vegetable in the poster.Let Us TryAdminister the pretest to the class. The pretest is not graded as its objectiveis to determine what the pupils know / do not know about the lesson. Teach thosethat the pupils do not know or know little of.Answer Key C.1. D. 1. Water - circleA.1. Green B.1. Boiled saba – circle2. Red 2. Leafy vegetable - circle 2. 2. Pechay - circle 28

3. Red 3. Pandesal - circle 3. 3. Pineapple - circle4. Red 4. 4. Vegetable soup- circle5. Green 4. Ice candy - no circle 5. 5. Candy - no circle 5. Fruits – circleLesson 1: Plants and Animals as FoodNumber of Sessions: 2Objectives At the end of the lesson, the pupil should be able to:1. give examples of food that come from plants and animals2. differentiate food that comes from plants and animalsContent Plant and animal sources of foodBackground Information The food that we eat comes from animals and plants. Food from plants includesfruits, leaves and stems, roots, and seeds. Examples of fruits are mangoes andbananas. Leaves and stems include sweet potato leaves (kamote tops) and swampcabbage (kangkong). Some examples of root crops are cassava and taro (gabi).Rice and peanuts are examples of seeds. On the other hand, food from animals includes fish, chicken, eggs, pork, andbeef. Seafood can be either animal or plant. Examples of seafood that are animalsare shrimps, squids, and mussels. Some examples of seafood that are plants areseaweeds and agar (gulaman). It is important for us to know the sources of food we eat so that we can balancewhat we eat daily with adequate healthful foods. In general, food from plant sourcesis more healthful because it contains vitamins, minerals, and fiber needed by thebody. On the other hand, we need to regulate, even limit, our intake of meats fromanimals, especially the parts that contain more fat like chicken skin, chicken wings,or internal organs. These contain what is referred to as bad cholesterol thatcontributes to atherosclerosis and hypertension.Let Us Learn The Food I Like (10 minutes) Have pupils share about their favorite food. As each pupil shares his / her favorite food, ask: Where does that food come from—plant or animal? Where Do I Belong? (30 minutes) Materials Needed: flash cards with pictures of foods from different plant parts and different kinds of animals, two boxes labeled Plants and Animals 1. Prepare several flash cards with pictures of different foods from plants and animals. Make sure that there are enough flash cards for the whole class. 29

2. Scatter the flash cards on the floor.3. Ask the pupils to pick up flash cards one at a time and to place it inside the proper box. This can be done by rows.4. Get the flash cards from the Plants box. Ask the pupils if each picture is in the correct box. If there are misplaced pictures, ask again where they belong and why.5. Repeat the previous step for the Animals box.Activity 1: Plant or Animal? (15 minutes)1. Read the directions for the children. Let them do the Activity.2. Let them check their answers. Discuss the answers and check misconceptions. 2. Bangus – red 3. Fried chicken – red Answer Key 5. Pineapple – green 6. Eggs – red 1. Tomato – green 4. Pechay – green 8. Squash - green 9. Banana – green 7. Milk – redActivity 2: From Plants or Animals? (15 minutes)1. Tell the class that there are foods that come from plants and some, from animals in different forms.2. Answer Activity 2 together with the pupils.Answer Key 6. Ice cream - circle (if flavored, can be plant and1. Pandesal – box animal)2. Cheese - circle 7. Chicharon - circle3. Egg - circle 8. Pineapple juice - box4. Chicken barbecue - circle 9. Butter - circle5. Jam - boxLet Us Remember (10 minutes) Call attention to the Remember box. Read it aloud and let the pupils follow. 1. What do plants give us? Let the pupils mention specific plant foods. 2. What do animals give us? Let the pupils mention specific animal foods.Lesson 2: Healthful or Less Healthful FoodNumber of Sessions: 2Objectives At the end of the lesson, the pupil will be able to: 1. tell what food is healthful and less healthful 2. name healthful foods that they will eat more of 3. infer the consequences of eating less healthful foodsContent Healthful and Less Healthful Food 30

Background Information The food that we eat can either be healthful or less healthful. Adults areresponsible in teaching and encouraging children to eat foods that are healthful andto limit eating less healthful food every day. Parents as well as children should bereminded to read food labels carefully to check nutrients, ingredients, and calories.Some foods such as some snack foods contain mostly sugar and are high in calorie.Some contain high amount of sodium or salt or even saturated fat which we need toavoid. Children and adolescents need enough nutritious foods to grow and developnormally. There are specific nutritional guidelines for children and adolescentsslightly different from adults. However, most kids are attracted to the advertising andpackaging of food and drinks, including instant noodles or highly sugared snackswhich can affect their food choices. Healthy food diets are not limited to vegetables and fruits. Meats can be part of ahealthy food diet because children and adolescents need protein for growth. What isimportant to select the type of meat or part (e.g. chicken wing and leg contain morefat than chicken breast), and how food is cooked (e.g. fried foods contain more fat). There are other sources of protein. Nuts and seeds pack a good amount ofvitamins and minerals, plus fiber and proteins. Nuts have been linked to reduction inheart disease. Although nuts contain some fat, this fat is unsaturated and may helplower bad cholesterol in the blood. Note however that too much nuts can increaseuric acid. Also, eating peanuts that are fried and salted should be regulated. Seedscontain less fat and more fiber. The fat and fiber that seeds contain will also makeone feel full longer. Eating too much animal food high in fat will raise blood cholesterol levels. Highblood cholesterol levels increase the risk of hypertension and heart disease.Cholesterol in blood builds up as plaque that clogs arteries and is a risk factor forheart disease. High intake of animal proteins is also associated with certain cancers,such as cancer of the colon, especially if the person does not eat enough fiber. And itis no secret that eating too much fatty food increases the chance of gaining weightwhich is another risk factor of heart disease as well as Diabetes. Cholesterol is found mostly in foods of animal origin. What we need to avoid arefood that contain high levels of cholesterol such as fatty red meat, egg yolks, butter,cheese, whole milk, and organ meats(e.g. liver, kidney, pancreas, and brains). Eggyolk and liver have the highest levels of cholesterol. One egg yolk contains 213milligrams of cholesterol. About 4 ounces of meat, poultry, or fish (trimmed oruntrimmed) contain only 100 milligrams of cholesterol. Shrimp is also high incholesterol. Eggs, meat, and whole milk provide most of the cholesterol we eat andare also rich sources of saturated fat. Duck has higher cholesterol than chicken. Day 1 Let Us Learn Activity 1: Healthful or Less Healthful? (20 minutes) Materials Needed: Bag big enough to hold real food or cutout pictures ofdifferent food items 31

1. Show a bag with a variety of food commonly eaten by children. The bag should contain a mixture of healthful and less healthful food.2. Tell the pupils to pick one item from the bag, name it, and tell if it is good for children or not. Tell them that in the lesson they will find out if the food items in the bag are healthful or not.Activity 2: Ang Gatas at Itlog (20 minutes)Materials Needed: real food or pictures of foods mentioned in the poem1. Teach the rhyme Ang Gatas at Itlog. Ang Gatas at Itlog Ang gatas at itlog2. Ask these questions: pagkaing pampalusog;  What foods are milk and eggs? Ang saging at papaya  What foods are banana and pagkaing pampaganda. papaya? Uminom ka ng gatas  What will happen if you drink milk? Kumain ka ng itlog, eat eggs? Hindi magtatagal  Where do we get eggs? Ikaw ay bibilog. Mag-alaga ka ng manok3. Repeat the rhyme in different ways Bibigyan ka ng itlog. (choral, by groups, individually, etc.) till they have memorized it.4. Tell the class that healthful foods help children grow well. They are good for the body. Some healthful foods are (show pictures or real objects) vegetables, meat, fruits, fish, milk and cheese, nuts, etc.Activity 3: Healthful or Less Healthful? (10 minutes) Go back to the food items in Activity 1. See if the pupils will be able to tell whether a food item is healthful or less healthful.Day 2 Activity 4: Healthful or Less Healthful Food (15 minutes) 1. Guide the pupils in answering the activity in the Learner’s Material -- Healthful or Less Healthful Food? 2. Read the directions for the pupils. Discuss the answers. Activity 5: Less Healthful Food: Not so Good (15 minutes) Materials Needed: food items mentioned in the song 1. Teach “The Food Song.” Teach the lyrics of the song before showing the video. This can be taught during the English period. It can also be translate into Mother Tongue using local food, maintaining the melody. http://www.youtube.com/watch?v=UaqISEs_uj0) 2. 32

2. Ask these questions: The Food Song  What are the healthy foods? (All lines are repeated twice)  What are the less healthy foods?  What are they called? (junk food) Do you like apples?  Name the less healthy food in the video. Yes, I like apples.  What should we eat more of? Do you like oranges?  What will happen if you eat too much Yes, I like oranges. candy? (Tooth decay) chips? Do you like candy? (Too much salty and fatty food can make No, I don’t like candy. them sick). Do you like chips? No, I don’t like chips. Remember Read the phrase orally three times and let I like to eat Healthy foodthe pupils repeat after you. Not junk food.Lesson 3: Are Your Eating Habits Okay? Do you like carrots? Etc.Number of Sessions: 3Objectives At the end of the lesson, the pupil will be able to: 1. practice good eating habits that can help her / him to be healthy 2. discuss the importance of drinking water 3. discuss the benefits of drinking milk 4. eat fruits and vegetables dailyContent Good Eating Habits • Eat regular meals without skipping breakfast. • Drink at least 8 glasses of water and 1 glass of milk a day. • Eat fruits and vegetables every day.Background Information Good eating habits. Teaching the children to practice good eating habits,helps achieve and maintain a healthy weight. Furthermore, the healthy eating habitsthey pick up when they are still young will help them maintain a healthy lifestyle whenthey are adults. Healthy eating can stabilize children’s energy, sharpen their minds,and even out their moods. Breakfast. Breakfast literally means “breaking the fast.” After going about 10hours overnight without food, children’s energy reserves are low and their bodies,and perhaps more importantly their brains, need fuel. When children skip breakfast, they can end up going for many hours withoutfood, and this period of semi-starvation can create a lot of physical, intellectual, andbehavioral problems for them.33

The most important meal of the day is breakfast, especially for children.Studies show different effects of eating a good breakfast among children: 2. Children who eat a good breakfast have energy for the day and are in a better mood than those who skip breakfast who become tired and easily get upset by midmorning (Nemours, n.d.). 3. Children who eat a good breakfast do better in school than children who do not. In one study, test scores of children who did not eat breakfast were generally lower than those who had eaten a well-balanced morning meal (Bar-Dayan, 2010). Furthermore, children who eat a good breakfast come to school regularly and are seldom late and absent (Seibell, 2010). 4. Children who eat a good breakfast will not suffer from stomach ache because of hunger. There will therefore be fewer cases of children going to the clinic because of stomachache. 5. It is easier to achieve and maintain a healthy weight when children eat a good breakfast. Breakfast skippers tend to eat more food than usual at the next meal or nibble on high-calorie snacks that are high in sugar and fat but low in nutrients to ward off hunger. Several studies suggest that people tend to accumulate more body fat when they eat fewer, larger meals than when they eat the same number of calories in smaller, more frequent meals (Seibell, 2010). 5. Children who eat a balanced breakfast, together with lunch and dinner, get enough vitamins and minerals that their body needs than those who eat only lunch and dinner. Lunch. A good lunch benefits a student by giving him the energy to remainalert during class time. This is true whether the student is in elementary school, highschool or college. Many studies, such as one conducted by Tufts University Schoolof Nutrition, have confirmed that students who are hungry because they haveskipped lunch are distracted in the classroom. In addition, studies have shown thatmalnutrition from habitual under eating can interfere with normal physical and mentaldevelopment (Tolliver, 2008). A healthy lunch should provide a student with enoughcalories to keep her going throughout the day no matter what her activity level. Thecalories should come from nutritious foods that are low-calorie and low-fat. Water. Water is a nutrient. Water is one of the main nutrients for any livingorganism and its importance is much more in children than in the adults. But itsimportance receives little emphasis in nutritional guides for children as well as foradults. Unless the body gets hydrated adequately, any other nutrient would not bemetabolized effectively as cellular functions would be disrupted throughout the body.So, without water, the body will stop working properly. Water makes up more than half of the body weight of adults and a personcannot survive for more than a few days without it. Men have more water thanwomen. Infants have as much as 70% water or more. Older persons have less 34

water. Water is important for the various body processes and metabolism. The bodyhas lots of important functions and it needs water to do many of them. Water helpsregulate temperature, carries nutrients and oxygen, and removes waste. It alsocushions joints and organs. For instance, the blood, which is 83% contains a lot of water, carries oxygen toall the cells of the body. Without oxygen, those tiny cells would die and the bodywould stop working. Water is also a lymph; a fluid that is part of our immune system,which helps fight illness. Lymph, which is fluid that is part of our immune systemhelps fight disease and has greater water content than blood. The body loses water via the skin through perspiration, kidneys through theurine, the lungs through exhaled water vapor, and the intestines through feces.Water also keeps energy up, weight down, muscles strong, joints supple, and thedigestive system smooth – in fact, the whole system in physical balance. Children have more water content in their body than adults and are more proneto dehydration. A slight fever in an infant or mild diarrhea can lead to dehydration.Although children are smaller than adults, they need to consume more water. In fact,the smaller they are, the more they need to drink. Once the body is dehydrated, theinternal temperature rises and the body, particularly the brain, overheats. A loss of2% body fluids causes a 20% reduction in performance in both physical and mentalactivities. Dehydration in excess of 3% may lead to heat stroke, a condition whichchildren are more prone than adults. Since children are still growing, there is all the more need to keep the bodyhydrated so that it functions properly. Children should always have unlimited accessto safe drinking water. When the body does not have enough water, dehydration setsin. Children are at a much greater risk of dehydration, as the process can beginmuch more rapidly in them. Another reason why children should drink up is that theirthirst mechanisms are less developed than adults', and tend to appear afterdehydration has already set in. Children should therefore be encouraged to drinkwater even if they are not thirsty. As we have established that water is important for health, it is also imperativeto discuss the importance of drinking milk for children. Health benefits of milk includegood bone health, robust skin, good immune system, prevention of illnesses, such ashypertension, dental decay, hydration, respiratory problems, obesity, osteoporosis,and even some forms of cancer. The beneficial health nutrients obtained from milkare mandatory for the human body and for the prevention of chronic ailments. Milk. Just as water is important for health, milk is also an important part of childnutrition. Health benefits of milk include good bone health, robust skin, goodimmune system, prevention of illnesses, such as hypertension, dental decay,hydration, respiratory problems, obesity, osteoporosis, and even some forms ofcancer. Milk is a good source of protein, vitamins and minerals. 35

Milk also contains calcium that is especially important to help build andmaintain strong bones. When there is Calcium deficiency, can cause severeanemia, osteoporosis and other related illnesses. Milk consumption is thereforeessential in maintaining good health and doing normal activities. It is the best sourceof calcium for all age groups. Encouraging children to drink milk would give them better excellent dentalhealth, as milk protects the enamel surface against acidic substances. It is alsoknown that kids who drink milk are as not as likely to drink other less nutritious drinkslike sodas and fruit drinks, Drinking milk for energy and health would dissuadechildren from taking soft drinks, thus reducing the risk of decayed teeth and weakgums. Milk, and its nutrient calcium deficiency, can cause severe anemia,osteoporosis and other related illnesses. Milk consumption is therefore very essentialin maintaining good health and doing normal activities. It is the best source ofcalcium for all age groups. Fruits and vegetables. Fruits and vegetables are healthful; hence, they shouldbe a part of children’s daily diet. They contain vitamins and nutrients that reduce therisk of heart disease and some cancers (DOH, 2012). We are advised to eat 2servings of fruit and five of vegetables (or as the DOH says “fistful”). The serving forchildren depends on their age, but certainly they should be served a variety ofvegetables, not just their favorite. Variety is more important than amount. Many children are not fond of eating vegetables but they could be taught howto like them, with the cooperation of the school and the home. Adults should set theexample by serving vegetables at home and enjoy eating them. The school canteenshould likewise sell fruits and vegetables. It is also better to give the children fruitsrather than fruit juice, which usually contains natural sugar and has less fiber. Asmall glass of fruit juice a day may be given to the children.Let Us Learn Activity 1: I Love Breakfast (10 minutes) Read the rhyme to the pupils. Give your answer to fill in the blank. After you have given out your answer, ask each pupil to tell her / his answer in the blank part of the rhyme. Eating breakfast is a smart thing to do. It helps you grow, think and play, too _________ is my favorite breakfast food Eating it puts me in a happy mood! Activity 2: Breakfast is Fun Time (25 minutes) Materials Needed: cutouts of the children’s favorite breakfast foods (each punched with a hole on the top), rolls of string in different colors depending on the number of groups in the class, plastic hanger for each group (if possible, matching the color of the string), scissors for each child 36

1. Prepare cutout pictures of the different foods the children like to eat during breakfast. Put them on the table and tell the children that they will pick the food / picture of their favorite breakfast food.2. Distribute the strings / yarn and hangers (one per group) and teach them to cut the string / yarn so that each member of the group will have one (the strings do not have to be of equal length). Teach them to string the cutout picture and tie the string with a knot. Guide them in tying their favorite food on the hanger of their group.3. After everyone is finished, let each member of the group share in class her / his favorite food--the name of the dish or food, why they like it, how they feel about eating it, etc. The food mobile can be hung around the room, wherever appropriate. Activity 3: I Love Lunch (5 minutes) Read the instruction to the pupils. Let them do the activity. Answer Key: rice and viand, milk, water, banana, apple Activity 4: I Love Dinner (20 minutes) Tell / ask the pupils: We eat supper at night. We eat supper before sleeping. Should we eat much? Why? We should eat a light supper. What do you eat for supper? Tell the children that they will learn about some dishes that are good for supper. Materials Needed: manila paper divided into 2 columns, markers, scissors, paste, colored magazine or newspaper ads of food good for dinner, cutouts of the letters of the alphabet – the beginning letters of the food items 1. Cutouts of different dishes good for supper from magazines or newspapers -- rice, fish dish, leafy vegetable dish, fish, milk. Tell the pupils that supper is a light meal as it is eaten in the evening before going to bed. 2. Paste each picture on the first column of the manila paper labeled Picture. 3. If the pupils are still non-readers, show the letter M for Milk, let them repeat the letter and paste it next to the picture of milk on the second column. Do this for all the food items. Picture Letter: Mm Activity 5: Milk Is Good for Me (10 minutes) Materials Needed: glass of milk, pictures of girls with nice teeth, boys playing ball1. Show the pupils a glass of milk. Ask: How often do you drink milk? Do you drink milk every day? Why do you drink milk? 37

2. Show the pictures. Say: These children drink milk every day. Milk makes teeth strong. Milk makes bones strong. Activity 6: Give Me a Drink of Water (10 minutes) Tell the pupils to color the activity sheet given to them. Read aloud to the class the bottom part of activity sheet which says “We Need Water.” Activity 7: Getting to Know Fruits and Vegetables (15 minutes) Materials Needed: a variety of fruits and vegetables1. The day before tell half of the children to bring a fruit and the other half a vegetable.2. On the day of the lesson, group children who brought similar fruits / vegetables. Tell the children to put their fruit / vegetable on their tables and give the following instructions:  Look at your fruit / vegetable.  Study it very well.  What is its shape?  What is its color?  Smell your fruit / vegetable? What is its smell?  Feel your fruit / vegetable. How does it feel?  Have you eaten the fruit / vegetable? How does it taste?3. The fruits and vegetables can be placed on a table and the children can go and study the fruits and vegetables that interest them. The fruits and vegetables can also be grouped and the children can count them out during the mathematics lesson.Activity 8: Stuffed Vegetables / Fruits (25 minutes) Materials Needed: newspaper cut into strips (to be prepared with the children at least a day before) to help them practice cutting in straight lines, 1 x 1 ½ “ craft paper with pre-drawn outlines of a fruit or vegetable back to back, stapler and staple wire1. Color the fruit or vegetable back-to-back.2. Seal 2/3 of the side using the stapler.3. Crumple the strips of paper into loose balls and stuff them inside the fruit or vegetable.4. When the fruit or vegetable is full, seal it close with the stapler. Let the children talk about their fruit / vegetable. Display the stuffed fruit / vegetable in a bilao. Alternate Activity Have a fruit party with the pupils bringing their favorite fruit. The fruits can be cut up and shared with others. 38

Remember Read the summary aloud and let the children read after you.Lesson 4: Mind Your MannersNumber of Sessions: 1Objective At the end of the lesson, the pupil should be able to demonstrate goodmealtime behavior.Content Good Mealtime Behaviors 1. Wash your hands. 2. Sit straight. 3. Talk of nice things. 4. Say \"Please\" to pass food to you. 5. Don’t talk with food in your mouth 6. Chew food with your mouth closed. 7. Eat a little of everything.You might like it. (Note: Include other table manners applicable to the locality and consider cultural norms in selecting from the above list).Background Information It is important for teachers and parents to teach children good behavior whileeating. However there should be different expectations for different age groups onhow children should behave while at the dining table. It cannot be expected that atwo-year old can sit still for a long period of time. The best way to teach proper table manners is to lead by example. Even theyoungest children in the family can be exceptional mimics, and they will copy theirparents' behavior. Practicing good manners daily will eventually lead to mastery and manners willbecome second nature to children. As children develop fine motor skills, their use ofutensils and glassware will improve. With constant repetition, by the early teen years,kids will have developed the habit of practicing good manners.Let Us Learn Assignment The day before, tell the class to bring the materials for Activity 2. Activity 1: Everyday Table Manners (15 minutes) 1. Show to the class the poster to teach different table manners they should do every day. Discuss each picture shown in the poster. Ask the pupils to pick which table manner they want to practice at home. 2. Tell the children to act out each good table manner as you mention it. 39

Activity 2: Let’s Have a Party (25 minutes) Materials Needed: paper plate, plastic spoon and fork, glass of water, biscuits1. Tell the pupils to bring eating utensils and biscuits or whatever food is easily available in the locality.2. Have a party to teach the pupils good table manners.3. Give instructions one by one and let the children practice them.4. Choose a pleasant topic the pupils will talk about while eating.5. As an assignment, let the pupils show their books to their parents. Have them practice the table manners at home every day. Let their parents sign their book.PosttestGive the test direction to the pupils.Answer Key 2. A 3. P 4. P 5. A A. 1. AB. O (Milk) X (Lollipop) X (Doughnut) X (Soda) O (Fish) O (Carrots)C. 1. Fried rice, boiled egg, milk 2. Rice and adobo 3. Banana 4. Milk 5. Rice, vegetable, milkD. ☺ Girl washing hands before eating. ☺ Boy and girl eating with speech balloon “I have good news. I won in a contest.” ☺ Boy sitting erect while eating. ☺ Boy chewing food with closed mouth.ReferencesSeibel, J.A. (Feb . 25, 2010). (Reviewer). WebMD. Healthy eating and diet.Retrieved from http://www.webmd.com/diet/guide/most-important-mealNemours. (n.d.). Breakfast basics. Retrieved fromhttp://kidshealth.org/parent/nutrition_center/healthy_eating/breakfast.htmlBar-Dayan, A. (Apr. 19, 2010). The importance of a healthy breakfast. Retrievedfromhttp://www.aboutkidshealth.ca/En/News/Columns/FitnessAndNutrition/Pages/The-importance-of-a-healthy-breakfast.aspx 40

Unit 2: Healthy MeGrade Level Standard The learner demonstrates understanding of nutrition, personal health and safety.Content Standard The learner demonstrates understanding of the proper ways of taking care ofher/his healthPerformance Standard The learner practices good health habits and hygieneTime Allotment: 40 minutes per weekOverview This unit is about health habits and personal hygiene. It includes lessons onproper washing of the hands and feet, covering the mouth when coughing andsneezing, wearing clean clothes, having enough rest, sleep, and physical activity,protecting oneself from the sun’s harmful effects, and having good posture.Motivation and PretestDay 1 1. Ask pupils: How many think they are healthy? What do you do to be healthy? 2. Tell the pupils to look at the pictures. Point to one picture at a time. Ask: What is this boy / girl doing to be healthy? 3. Let us learn more about how to become healthy. Let Us Try Answer Key A. Items with check: 1, 3, 4, 7, and 9. B. 1. 1st picture 2. 3rd picture 3. 2nd picture. 4. 1st picture 5. 1st picture C. Items with colored hearts: 1, 4, and 5Lesson 1: Clean HandsNumber of Sessions: 2Objectives At the end of the lesson, the pupil will be able to demonstrate proper hand washing: 1. before and after eating 2. when they are dirty 3. after using the toilet 4. after touching and feeding our pet 5. after coughing and sneezing 41

6. after playing outsideContent Health habits and hygiene Hand washingBackground Information Germs are tiny organisms that may cause illness. These include harmfulmicrobes, such as viruses, bacteria, protozoa, and fungi. Germs are microscopic andcannot be seen by the naked eye. They can be spread from one person to anotherwithout the persons knowing it. How are they spread? Germs can be spread inseveral ways, but the most significant way is through our hands. The hands are ableto pick up germs from other people and everyday objects. How can you prevent the spread of germs? Hand washing is an effective wayof preventing germs from entering the body and spreading them to another person.Hand washing with regular soap and water can stop the spread of germs andinfection. Other ways to prevent the spread of germs is through proper coughing andsneezing, washing the feet, and wearing clean clothes. Proper hand washing involves the use of soap and clean running water. Thereis natural oil in our hands that makes it difficult to remove germs. Soap helps tobreak down that oil, which loosens the germs. Rubbing the hands together andcreating friction help to loosen and remove dirt and germs that stick to the hands. Oftentimes people wash their hands by just rubbing their palms together,however, for proper hand washing, the entire hand should be clean. This includesthe back of the hands, the area between the fingers and also under the fingernails.Rinsing the hands with water will then wash away the germs that have beenloosened. Drying the hands with a disposable paper towel that can be thrownafterwards is the standard. However, if no paper towel is available, any clean towelor cloth can be used. Using the paper towel to turn off the faucet will prevent germson the tap from sticking to the hands.Let Us Learn Read all texts if the pupils cannot read yet. Activity 1: I Have Two Hands (5 minutes) 1. Teach the action song “I Have Two Hands.” Ask these questions: How many hands do you have? Why are they good to see? How do you keep them clean? 2. Read the story about Rica. (5 minutes) found in the Learner’s Material. Ask these questions after reading: What can your hands do? How does Rica keep her hands clean? How about you? 3. When to Wash Hands (5 minutes). Call attention to the pictures on the Learner’s Material and ask the pupils when they should wash their hands. Discuss the pictures with the pupils. Say: Now, let us learn to wash our hands. 42

Activity 2: Who Needs to Wash Her / His Hands (5 minutes)Activity 3: This is the Way (5 minutes)Teach the song “This is the Way.” While singing, demonstrate the proper andeffective way of washing hands and let the pupils imitate your actions. Giveemphasis to the time it takes to wash one’s hands, which is approximately 20seconds. This is the approximate This is the Waylength of time to sing the song twice.The last line of the song can be This is the way I wash my hands, I wash my hands, I wash my hands.changed to the situation when they This is the way I wash my handsneed to wash their hands (e.g.,“When my hands are dirty”, “Beforeand after eating”, “After using the To keep them clean and germ-freetoilet”, etc.)Activity 4: Washing Hands Video Presentation (10 minutes)1. Tell the pupils that they will watch a video presentation on proper hand washing. Tell them to imitate the actions while watching the video. Do the actions with the pupils.2. Show the video on how to wash hands properly: http://www.ehow.com/video_12779_wash-hands.html If equipment is not available, use posters on proper hand washing.Activity 5: Story Play (5 minutes)Let the pupils do the action as you tell the story.1. My hands are dirty. (Action)2. I will clean them. (Follow the steps in hand washing.)3. I am going to eat. (Action)4. I will wash my hands. (Follow the steps in hand washing.)5. I used the toilet. (Action)6. I will wash my hands. (Follow the steps in hand washing.)7. I played with my pet. (Action)8. I will wash my hands. (Follow the steps in hand washing.)Activity 6: Kumusta Ka (12 minutes)Materials Needed: hair gel (colored and with glitters), glitter glue, or any non- toxic substitute material to simulate dirt on hands1. Teach them the action song Kumusta Ka. Kumusta Ka (Tune: London Bridge) Kumusta, kumusta ka Kumusta, kumusta Kumusta, kumusta ka2. Choose ten pupils and apply colored hair geKl uwmituhstgaliktate.rs or glitter glue on their hands. 43

3. Tell the class to form a big circle. As the pupils sing the song, tell the ten pupils to go around and shake hands with the other pupils in the circle.4. After the song, ask the pupils to look at their hands. They will discover that their hands have glitters.5. Ask the following questions:  How did your hands get glitters?  Do you like glitters in your hands?  Think of glitters as dirt. How will you feel?  What will you do?6. Say: Now, let us wash our hands. Let us do it properly.Activity 7: Washing Hands (15 minutes) Materials Needed: soap, small towel / paper towel Divide the class according to the number of faucets available. While someare washing their hands, the others will observe to see if the steps in washinghands are followed. The observers can offer suggestions to those who arewashing their hands so that they will do a good job.Let Us Remember (3 minutes) Call attention to the picture on page __. Everyone will say “Let us wash ourhands properly… (when? / how?)” Have the pupils answer the “when” or “how”questions. If the question starts with “when”, the pupil will complete the sentence. Ifthe question starts with “how”, the pupil will demonstrate the proper way of handwashing. Everyone: Let us wash our hands properly. Teacher: When? (Pause then call a pupil’s name.) Pupil: Everyone: When my hands are dirty. Teacher: Let us wash our hands properly.Assignment How? (Pause then call a pupil’s name. The pupil will demonstrate proper hand washing.) Explain the My Promise Certificate in the Learner’s Material. Read it to thepupils. Tell them to write their name on the blank. Let them trace one hand onany part of the certificate. Tell the pupils to request their parents to sign theircertificates to be reminded of their promise. Post the certificates in theclassroom during the celebration of “Global Hand Washing Day” betweenOctober 10 and 14. This will serve as a reminder of their pledge. 44

Lesson 2: Clean FeetNumber of Sessions: 2Objectives At the end of the lesson, the pupil will be able to: 1. tell when it is necessary to wash one’s feet 2. practice the habit of washing one’s feet  when they are dirty  before going to bed  after wading in flood watersContent Health Habits and Hygiene Washing the FeetBackground Information Growing children need to be healthy and clean at all times. Just like the hands,the feet also need to be cared for. Like hand washing, the feet need to be washedregularly to remove dirt and avoid disease. Germs that may come in contact with ourfeet can grow into colonies and may lead to certain diseases. Wading in flood waters or in fresh water contaminated by animal urine, suchas infected rodents, can lead to a severe type of bacterial disease calledLeptospirosis. In fact, there have been reports of outbreaks of Leptospirosis rightafter a severe flooding. In some cases, infected water or soil can carry parasites thatcause Schistosomiasis. Flood waters may also contain bacteria from the soil,manure from fields, or dead animals.Let Us Learn Review (5 minutes) Review the past lesson on hand washing. Tell the class to demonstrate proper hand washing while singing “This is the Way” twice. Activity 1: Wash Your Feet (10 minutes) Read the story to the class. Let them answer the questions. Let them do the activity and check their answers. 1. Ask: Why do we need to wash our feet? When do we wash our feet? (when they are dirty, before going to sleep, after wading in flood waters) 2. Guide the pupils in expressing the idea that they need to observe proper hygiene of their feet because germs are everywhere and can be infectious. Germs that come in contact with their feet can grow into colonies and may lead to certain diseases. 3. Discuss how wading in flood waters can cause diseases. 45

Activity 2: Wash Your Feet Well (20 minutes) Materials Needed: soap, pitcher of water, towel 1. On the day before this lesson, tell the pupils to bring the materials the following day. 2. Let the pupils wash their feet while following your instructions. Say the first instruction for washing the feet. Let the pupils say the instruction after you while doing the motions. Say the second instruction. Let the pupils repeat what you said at the same time doing it. Repeat until the last step. 3. Let the children change the water in the pitcher / basin. Pair the children off. This time they will clean each other’s feet. 4. Repeat how the children clean their own feet but this time cleaning the feet of their partner. Take turns cleaning each other’s feet. Activity 3: Whose Feet are Dirty? (10 minutes) Let the pupils answer the activity. Check their work. Discuss the answers of the pupils. Activity 4: Take Kiko to the Pump (15 minutes) Activity 5: Happy Feet (20 minutes) Materials Needed: clean cardboard or flattened shoe box, blunt scissors, paste, masking tape, eyes (may be drawn or use any material as substitute e.g., seeds, buttons), used decorative materials (anything that can used to decorate their project. e.g., beads, yarn, ribbon, etc.), barbecue or popsicle stick / twigs or similar materials to be used as handle 1. Show the finished product to the pupils. 2. Explain the steps as you demonstrate them. Say the following: a. Trace one foot on the cardboard. b. Cut the shape with the scissors. c. Draw a face on the cutout of your foot. Paste / draw the eyes. Draw the nose and mouth. Be creative in doing this project (they may add yarn or ribbons as hair, etc). d. Write your name at the lower part of the foot. e. Tape the stick at the back of the foot. Be sure to leave a part of the stick for holding. f. Make your foot neat and pleasing to see because this is your foot. 3. The children can create dialogs for their feet and present them in class. 4. Remind the class that they should always take care of their feet and wash them so that they will be clean and healthy.Remember (3 minutes) Let the pupils read the Summary and chant it the way they want. 46

Lesson 3: Cough and Sneeze MannersNumber of Sessions: 1 dayObjectives At the end of the lesson, the pupil is able to: 1. demonstrate the proper way of covering the mouth when coughing and the nose when sneezing. 2. tell why the mouth and the nose should be covered when coughing and sneezing. 3. participate actively in activities that promote good health.Content Health Habits and Hygiene Covering cough and sneezeBackground Information Germs that cause disease can be transmitted either through air droplets orthrough contaminated objects. Any type of cough or sneeze contains airborne germsthat can be inhaled by someone else, causing illness. A sneeze, for instance, canexpel germs up to a distance of about one meter. These germs can contaminateobjects in the environment, such as chairs, tables, and doorknobs. Such germs canexist for many days on environmental surfaces and still be infectious. It is therefore important for everyone to learn and practice cough and sneezeetiquette to prevent the spread of airborne respiratory infections. When a sick person coughs or sneezes, s/he must cover his/her mouth andnose with a mask, paper tissue or clean cloth. S/he can also cough or sneeze intothe crook of the arm to prevent infectious respiratory droplets from being inhaled byothers. However, after doing this, s/he should wash his/her arm with soap and wateror rub it with alcohol.Review (5 minutes) Review the past lesson about washing feet and its importance. Tell the pupilsto sing the action song, “This is the way I wash my feet.” During the song, theteacher will move around to check if they are “washing their feet” correctly.Let Us Learn (15 minutes)1. Say: Let us listen to Leo and Narda talking. Ask the pupils: What did Leo do? What did Narda say?2. Ask: When do you cough? When do you sneeze? Possible answers include: When I... • have a cold • smell newly-cut grass • get dust into my nose • sniff pepper accidentally • have asthma and other allergies 47

3. Ask the pupils to study the pictures on Let us do these. Tell the pupils to imitate the techniques of coughing or sneezing into the crook of the arm and others. Ask: “Why?” (Answer: To prevent the spread of disease germs.)4. Remind the pupils of the things they should NOT do when they cough or sneeze, (Here’s how) Activity 1 (5 minutes) Materials Needed: spray bottle with water, tissue paper 1. Say: Children, watch what I will do. Pretend to cough and sneeze. As you cough or sneeze, spray water on your hand. Show your hand to the pupils, and ask the following questions:  What do you see on my palm?  What happens when we cough?  What happens when we sneeze?  What happens when we: o cough into our hands? o sneeze into our hands? o cough without covering our mouths? o sneeze without covering our noses? o touch something after coughing into our hands?  What happens if your friend touches the same thing while it is still wet? Activity 2: Cough / Sneeze Art (10 minutes) Materials Needed: paper plate, glue, construction paper, scissors, facial tissue (if not available, clean cloth) 1. Let the pupils construct a self-portrait demonstrating the proper way of covering their mouth when they sneeze or cough. 2. Give the pupils a paper plate each. Tell them to draw their face on it – eyes, nose, mouth, etc. 3. Have the pupils trace their hand on the construction paper and cut it out. 4. Make the pupils glue ONLY the rim of palm cutout onto the chin of their drawn faces. Remind everyone NOT to glue the fingers to the paper plate. 5. Tell the pupils to place a tissue between the mouth / nose and the hand. Let Us Remember (5 minutes) Tell the pupils to demonstrate the different ways of coughing and sneezing properly. Have them say the slogan “Cover your cough / sneeze to prevent disease.” 48

Lesson 4: Wearing Clean ClothesNumber of Sessions: 1 dayObjectives At the end of the lesson, the pupil should be able to: 1. practice the habit of wearing clean clothes 2. wear clean clothes before going to bed at night 3. wear clothes according to the occasionContent Health Habits and Hygiene • Wearing clean clothes every day • Wearing clean clothes before going to bed at night • Wear clothes according to the occasionBackground Information Growing children need to develop the habit of being clean and looking good atall times. Clothes can help a lot in keeping growing children stay healthy, comfortableand active. Wearing clean clothes at all times can give a good impression. Childrenshould also learn to choose clothes appropriate to the occasion, to use underwearevery day and to change their clothes if they become dirty or soiled. Underclothes are worn right next to the skin and collect dead skin cells, sweatand other stains. Overnight bacteria start to work on these stains so clothes do notsmell as good on the second day of wearing. Therefore, it is a must to develop thehabit of changing underwear and even soiled clothes after bathing and before goingto sleep.Let Us Learn Read all the texts if the pupils cannot read yet. Activity 1: Clean or Dirty (5 minutes) 1. Call attention to the picture of the dirty and clean boys. Tell the pupils to compare the two boys. Ask the following:  Who do you like between the two? Why?  What can be the reasons why this boy is clean / dirty?  What will you do if clean / dirty boy wants to play with you?  How can you look nice? 2. Although wearing clean clothes is important, teach the children to understand the personal situation of other children and not to be judgmental about outward appearances. They have to know and understand the reason for each boy’s appearance. If the reason for the dirty clothes is unjustifiable, e.g., due to laziness, then they can be asked to offer suggestions. 49

Activity 2: Clean Clothes (5 minutes)1. Recite the rhyme.2. Ask the following:  What should children do?  When should children wear clean clothes?  Why should children wear clean clothes?  Who else should wear clean clothes?Activity 3: Let’s Do These (10 minutes) Discuss the importance of wearing clean clothes and the right time to changethem.Activity 4: What Will I Wear? (7 minutes)Materials Needed: 5 pictures of clothes worn on different occasions3. Say: I will show you pictures of different kinds of clothes. Tell me when children usually wear them. Flash each picture and call on a child to answer.4. Discuss Activity 4.Activity 5: What Clothes to Wear (5 minutes)Answer Key 2. What to wear under your clothes1. What to wear in school3. What to wear when playing. 4. What to wear in a place of worship5. What to wear at bedtimeActivity 6: Color the Clothes This activity is correlated with Art. Give this as an assignment. Tell them tocolor the clothes the way they want to wear 50

Remember (3 minutes) Let the children share what they learned in the lesson.Lesson 5: Are You Sleeping?Number of Sessions: 1Objectives At the end of this lesson, the pupil should be able to practice the habit ofhaving enough rest and sleep.Content Health habits and hygiene Getting enough rest and sleep Making the bedBackground Information Everyone requires adequate rest and sleep to be healthy. When a person doesnot get enough hours of rest and sleep, s/he may feel tired or cranky, or may not beable to think clearly, is short-tempered, and may make mistakes in school work. We need to rest after a period of moderate or vigorous physical or mentalactivity. There are different ways of resting — lying down, simply sitting down,looking outside or in the garden, or watching television. The essence of rest is bodilyinactivity, thus slowing down bodily functions. Sleep, on the other hand, slows down bodily functions much more than whenthe person is resting. The person has to be in a restful state before falling asleep andthe eyes are closed. Long-term sleep deprivation can lead to ill health and affects the child’s growthand development. So it is good to teach parents to establish a strict regular bedtimeschedule for children and stick to it. In determining the child’s bedtime schedule, theparents should consider the time the child needs to get up and how long it takes toget her / him ready for school — taking a bath, changing clothes, eating breakfast,and traveling to school. In general, young children need between 10 to 12 hours of sleep. Sleep is anindividual thing; some children need more sleep than others. If a child wakes uplooking rested, s/he is probably getting enough sleep. Children who are sick mayneed longer hours of sleep to allow the body to heal and recuperate. Growing children need to take responsibility for their own things. Morningroutines are important and making the bed or rolling the mat should be a part of it.Children should be trained to make their beds when they are old enough to do it.Children who use mats in sleeping can be trained to roll these and to return them totheir proper places. Anybody who goes to bed dirty and continues to use the samesheets and pillows without changing them, may feel uncomfortable and itchy.Children can be trained to change linens and pillow cases, at least once a week, 51

because these items get the most wear and tear. To prolong the life of the pillow, apiece of cloth can be placed underneath the pillow case and changed regularly. Activity 1: Rest, Rest, I Need to Rest (10 minutes) Materials Needed: music player, slow music good for walking, fast music good for running, lullaby or music good for resting 1. Tell the children to form a circle. 2. When the walking music is played, tell the children to walk around. 3. After a few rounds, change the music to a fast one and let the children run around, either in a circle or around the room—faster and faster. 4. When the children are tired, let them sit and show / play a lullaby or music for resting, e.g., Brahms’s Lullaby at You Tube http://www.youtube.com/watch?v=u0osvXdrNi0 5. Ask the following: a. What did you do? b. How did you feel after walking? c. How did you feel after running? d. What do you need to do? e. How are you resting? 6. Explain the following to the class: a. They need energy to walk. b. They need energy to run. c. They need energy to do everything. d. The body uses up energy. e. Then they become tired. f. They need to rest. g. Rest makes them strong again. Activity 2: How Long Do You Sleep? (10 minutes) 1. Read the instructions to the children. Together, count the number of stars. If the children know how to write numbers already, let them write the numbers on the stars. 2. Ask: How long does Nina sleep? 3. Say: Not all children are like Nina. Nina sleeps for 11 hours. Some children sleep for 10 hours. Some children sleep for 12 hours. 4. As an assignment, tell the children to write on their notebook what time they went to bed at night and what time they woke up. Tell them to ask their parents how many hours they slept. 52

Activity 3: Early to Bed (5 minutes) 1. Read the rhyme to the children. Let them read after you. Have them answer the questions after the poem. 2. Explain that if they have enough sleep, they will be:  healthy—they will not get sick easily  witty—they will be clever  nice—they will look and feel good 3. Discuss the benefits of sleeping early. They will get more rest. They will wake up brighter and fresher. They will be up in time for school. Activity 4: I Make My Bed (5 minutes) 1. Tell the pupils to study the pictures. 2. Ask the pupils to answer the questions orally. 3. Guide them to conclude that neither Picture A nor B is correct. Activity 5: I’m Ready to Sleep (10 minutes) 1. If the children cannot read yet, read the story to them. Let the girls read Mother’s part after you and have the boys read Leo’s part after you. 2. Ask: How did Leo prepare to sleep? What do you do before bedtime? What things do you need in bed? How will they help you sleep? How often will you change your bed sheets? your pillow case? Remember Ask the children to act out what they learned all at the same time. Call on some children to explain what they are doing. Activity 6: What’s on Your Bed Give this as an assignment. Answer Key Encircle the things that should be found on your bed. (blanket, mat, pillow)Lesson 6: Oh My Posture!Number of Sessions: 1 dayObjectives At the end of the lesson, the pupil will be able to practice the habit ofmaintaining a good postureContent 53

Having good posture when sitting, standing, and walkingBackground Information Posture is the way in which we hold our body and limbs when standing, sitting,or lying down. These are actions that people do every day without thinking.However, it is important to maintain good posture while sitting, standing, andengaging in athletic activities because it can prevent musculoskeletal problems,benefit one's health, and improve one’s personality. Good posture means that (KidsHealth, 2009):  the bones and joints are aligned so that the muscles can be used properly the spine maintains its three normal curves as shown in the figure below.  the ligaments holding the spine together are not being stressed  the person does not experience back or muscle pain  the person looks good Good posture helps to boost one’s confidence levels and keeps the person isfree from physical stress. On the other hand, poor posture may cause back pain,neck pain, headaches or other discomforts due to spinal misalignment, muscleimbalance and poor circulation. Therefore, at an early age children should learn anddevelop the habit of standing straight, sitting properly and walking with head held uphigh.Let Us LearnActivity 1: Stand Straight (10 minutes)1. Tell the children to stand by the walls of the classroom. Give the instructions on how to stand straight for them to follow. Tell them to pretend that there is a string tied to their head that is pulling them up to stand straight.2. Teach the song “Stand Straight” to Stand straight the tune of Brahm’s Lullaby. Stand tall Stand straight, my dear classmate. Stand tall3. Let the pupils take three steps Stand straight, my dear classmate.away from the wall and simplystand. Tell the pupils to sing the song while you go around checking theirposture when standing.Activity 2: Sit Straight (5 minutes)1. Tell the children to sit straight following the instructions as you read them. Let them recite the instructions after you as they sit properly. Again, remind them of the string on their head pulling them up.2. Sing the song, changing the lyrics to “Sit straight, my dear classmates.” Tell the children to sing the song while you go around checking their posture when sitting. 54

Activity 3: Walk Properly (10 minutes) Material needed: a book for each child1. Tell the children to walk properly around the room and follow the instructions as you read them. Let them recite the instructions after you as they follow walk around.2. Sing the song, changing the lyrics to “Walk straight, my dear classmates.” Tell the children to sing the song while you go around to check their posture when walking. Then, let them walk with a book on their heads.Activity 4: Lift Your Things (5 minutes)1. Inspect the bag of each child before the class to see if it is about 1/4th the weight of the child; otherwise remove some of the things in the bag.2. During the lesson, tell the children to lift their bags properly around the room following the instructions as you read them. Let them recite the instructions after you as they walk around.3. Sing the song, changing the lyrics to “Lift your things, my dear classmates.” Tell the children to sing the song while you go around to check their positions in carrying the things. Tell them to go back to their seats and put down their bags properly as they sing the song “Put things down.”4. Emphasize the Don’ts in lifting things.Activity 5: Who has a Good Posture? (10 minutes) Tell the children to answer Activity 5. 55

Answer Key 2. Who has good standing 1. Who has good sitting posture? posture?3. Who has good walking posture? 56

Unit 3: My Active SensesContent Standard The learner demonstrates understanding of the proper ways of taking care of thesense organsPerformance Standard The learner practices good health habits and hygiene in caring for the senseorgans.Overview The sense organs play an important role in making us aware of everythingaround us. They help us see, hear, smell, feel the things in our environment, anddistinguish the quality of food we taste. The Module emphasizes good health habitsand hygiene in caring for the sense organs, including the prevention of diseases andthe development of self-management skills.Number of Sessions: 1 dayMotivation: (10 mins.) 1. Say: Study the picture. 2. Read the sentences under the picture, and let the pupils read after you. Call attention to the picture. 3. Ask:  What is the boy eating?  What does he use in eating? (Point to the tongue.)  What is the girl touching?  What does she use to touch? (Point to the hands and skin.)  What does the boy see?  What does he use to see? (Point to the eyes.)  What does the girl smell?  What does she use to smell? (Point to the nose.)  What does the boy hear?  What does he use to hear? (Point to the ears.) Say: What do we call all of these? (Point to eyes, ears, nose, skin, tongue.) Introduce the words sense organs if nobody knows it.Let Us Try: (30 min.) 1. Say: Open the Learner’s Material to the activity titled My Little Helpers. Explain what the pupils need to do. If they can read already, let them answer the test; otherwise read the poem and give them a chance to draw their answers on their notebook.Answer Key1. Eyes 2. Ears 3. Nose 4. Tongue 5. Teeth 6. Skin 57

Lesson 1: Clear EyesNumber of Sessions: 2Objectives At the end of the lesson the pupil should be able to: 1. demonstrate the importance of the eyes 2. demonstrate the proper ways of caring for the eyes 3. discuss how to prevent common diseases of the eyesContent Health Habits and Hygiene for the Eyes  Importance of the eyes  Caring for the eyes  Prevention of common diseases of the eyesBackground Information The eyes are organs of vision which help us see things around us. They help usdistinguish qualities of food. We also see the beauty of nature through them. Theyare one of the best indicators of health and one of the most delicate organs of thebody. Physiological changes occur in the eyes during the school-age years. By agesix or seven, visual capacity should reach optimum function, usually 20/20 or 20/30in each eye as measured by the Snellen chart. They can discriminate fine differencesin the shading of colors. The peripheral vision is fully developed and the coordinationof eye movements is almost perfected. Pupils must learn that good nutrition and cleanliness keep the eyes healthy.Foods rich in Vitamin A are good for our eyes. Green leafy vegetables and red,yellow, and orange fruits such as carrots, squash, and tomatoes are good sources ofVitamin A. Eggs and sweet potatoes are also good for our eyes. In general, foodsgood for the body are good for our eyes. Eye and vision problems can be detected during regular eye examination. Theearlier the problem is detected, the higher the possibility of finding solutions,treatment, and management of the problem. You are also instrumental in detecting visual disorders by observing pupils whomay frequently exhibit signs of not being able to see clearly. You can likewise detectsome diseases of the eyes. Conjunctivitis or sore eye is an irritation or inflammationof the conjunctiva or the covering that lines the inside of the eyelids and the whites ofthe eyes. Infectious conjunctivitis, the most common form, is caused by bacterial orviral infection. It causes swelling, redness and tearing of the eyes. It is highlycontagious but rarely serious, unless infection sets in. A sty (kuliti) is an inflammationof the secretory glands of the eyelids. This inflammation results from blocked glandswithin the eyelid. The blocked gland forms a lump that has a visible whitish oryellowish spot. If you notice either of these conditions, send the pupil to the clinicright away and inform the parents so that the pupil could be fetched. 58

When a speck of dirt or something gets into the eyes, DO NOT RUB THEEYES. Remove the speck or object by letting clean water run down the eyes orimmerse the face and blink the eyes in a basin with clean water. NEVER WIPE THEINSIDE OF THE EYE. Use a clean soft cloth to clean and wipe the lids and outerpart of the eyes. Emphasize to the pupil NEVER TO RUB THE EYES, as it willworsen the irritation and may damage the cornea of the eyes. Our eyes can be affected by different conditions and diseases. It is best tohave eyes checked regularly by an ophthalmologist as soon as possible. The following safety rules will help keep the eyes healthy and safe: 1. Do not read too close to the reading material. a. When reading, hold the book as far as possible, about 1 to 1-1/2 feet away. b. Hold the book at a slight angle to get a better view (45 degrees to 75 degrees). 2. Do not read in dim light. a. Lighting should be bright enough to read without straining your eyes, yet, not too bright as to cause glare. When lighting is dim, there is a tendency to hold the book closer to the eyes, which might strain the eyes. b. If lighting in the room is not bright enough, use a reading light. Position the reading light close enough with its light shining from the side. Keeping the room light on reduces glare from the reading lamp. c. Do not read in moving vehicles, which makes it difficult for the eyes to focus. d. Avoid reading while lying on your back as the light from above will hit your eyes and not what you are reading. 3. Take breaks to relax your eyes. a. When reading, blink often to soothe your eyes and to avoid drying of the eyes. Take breaks. b. Rest the eyes for at least once every hour by looking far at a refreshing color, such as green, or by simply closing the eyes for a while. c. If wearing eyeglasses, remove eyeglasses once in a while to rest your eyes. 4. When watching television, avoid eye strain. a. Watch at proper viewing distance of 3.5 m (11 feet) or farther. b. Watch TV in a well-lighted room; avoid watching TV in a dark room. c. The bigger the TV screen, the farther the viewing distance should be. 5. In using computers, avoid eye strain. a. Maintain 1 to 1-1/2 feet between the eyes and the computer screen -- a distance slightly farther than normal reading distance. Sit up straight, do not slouch or crane your neck. b. Gaze should be directed downwards. Have center of the monitor positioned below eye level by 15 to 20 cm (5 to 8 inches). 59

c. Playing computer games is particularly strenuous and playing time should be limited to 30 minutes per session. This includes handheld video games. 6. Protect the eyes from harmful effects of sunlight. a. Aside from the well-known risks of sunburn and skin cancer from the sun’s ultraviolet radiation (UV), UV can also damage the eyes, causing cataract and other eye conditions that can lead to loss of vision. b. Pupils can learn to play safely under the sun by applying sunblock on their skin and wearing sunglasses. c. Do not look directly at the sun. 7. Wear protective eye wear or safety eyeglasses when playing contact sports and protective goggles when swimming to protect the eyes from chlorine and to reduce risk of eye infections. 8. Avoid playing with toys or any object with sharp and pointed edges as these can accidentally injure the eyes, especially of infants and toddlers. 9. Sleep early and have enough rest.Day 1 Let Us Learn Activity 1: Useful Eyes (10 mins.) Materials Needed: big handkerchief or Scout neckerchief for blindfolding 1. Tell your pupils to close their eyes or tell them to blindfold each other. 2. Have the pupils pretend that they are blind. Ask: a. What can you not do? b. What will you miss seeing most? c. What do you enjoy doing most? Can you still enjoy doing it? d. What accident can happen to you? Activity 2: This is Not Funny (20 mins.) 1. Let the pupils do the activity step by step as you dictate the instructions. 2. After finishing the drawing in Box A, tell the pupils to show their seatmates what they have done. 3. Give the instructions for Box B. When they are through, let them show each other their drawings again. 4. Have the pupils compare their drawings. Ask: a. Why are your drawings different? b. Which drawing do you like better? c. Why are our eyes important? 60

Let Us Learn (10 mins.)1. Tell the pupils that you are going to ask them some questions. If their answeris YES they will clap their hands. If their answer is NO, they will shake theirheads. Ask: Do you wash your face? (Yes) Do you stay long watching TV? (No) Do you read in a moving vehicle? (No) Do you play with pointed objects? (No) Do you wear sunglasses under the sun? (Yes)2. Call on some pupils to explain their answers.Day 2Activity 3: Our Wonderful Eyes (5 min.) 1. Read the text. Ask: What do we see? What do we use to see? Why are our eyes important?2. Read the following poem with the My Wonderful Eyespupils. By Teodora D. Conde3. Ask: I have two wonderful eyes  Who wrote the poem? They see things clear and nice;  What kind of eyes do I have? I read where there is light. Why are they wonderful? I rest them when they’re tired  Who are God’s creatures?  What did God make nice?  How will you care for your eyes?  How will you rest your eyes? (By closing your eyes, looking at faraway objects, looking at green objects)Activity 4: Caring for the Eyes (10 mins.) Comment [Peng1]: Refer to TG forDiscuss the pictures. revisions/inputs1. Explain that some foods best for the eyes are eggs, carrots, sweet potatoes, and green leafy vegetables, especially spinach.2. Emphasize to the pupils that they should not rub their eyes if these feel itchy, but should wipe them with clean tissue paper, handkerchief, or a clean piece of cloth.3. Watching TV too close to the screen and too long can strain the eyes and cause fatigue.4. Reading in a dark room will likewise strain the eyes so the room should be adequately lighted.5. There are many ways of resting the eyes: looking at far objects, especially green; and closing the eyes.Activity 5: Protect Your Eyes (10 mins.) 61

1. Reading in a moving vehicle will strain the eyes. 2. Playing with a knife or any pointed object might cause injury if the eyes are accidentally pierced. 3. Rubbing the eyes with dirty fingers might cause infection. 4. Looking directly at the sun can cause many ultraviolet (UV)-related illnesses, such as cataracts and corneal degeneration because the sun emits UV rays that might be absorbed directly by the eyes, Activity 6: Sick Eyes (15 mins.) 1. Tell the pupils to study the picture of a child with sore eyes and another with a sty. 2. Ask:  What’s wrong with the eyes?  Why do they look like that?  Who has had sore eyes?  What is a “sore eye”?  How did you get it?  How did you get well?  How can you prevent sore eyes? 3. Call attention to the picture of a child with sty. Repeat the questions above but this time ask about sty. Remember Let the pupils read the rules on care for the eyes. Then call on pupils to explain them. Tell the pupils to draw eyes on the mask. Ask how they will keep their eyes healthy.Lesson 2: Sharp EarsNumber of Sessions: 1Objectives At the end of the lesson, the pupil should be able to: 1. demonstrate the functions of the ears 2. explain healthy ways to protect the ears 3. demonstrate good habits for healthy ears 62

Content Care of the Ears Health Habits and HygieneBackground Information Our ears help us hear the sounds around us, both music and noise. Our ears arealso important to maintain our sense of balance; they also help us speak. In fact,those who have serious hearing problems have difficulty in learning to talk, as well asin understanding others talk. Our ears are then very important in gaining informationand learning; thus taking care of our ears is vital for our health. We have to protect our ears from dangerous stimuli, such as loud blowing ofhorns, yelling, shouting and tuning of radio/ TV to full volume. We should not blow orshout at another’s ears. Exposure to loud sounds in vehicles, headphones and otherequipment must be avoided. Volume must only be kept at a safe level. Our outer ears must be cleaned regularly using soft clean cloth or face towel.We should not clean our ears with hairpins, matchsticks, pencils, ball pens, cottonbuds, or any sharp objects. Using cotton buds in cleaning our ears is not advisablebecause the bud might push the earwax farther in and cause hardened earwax orimpacted cerumen. Our inner ears have the natural earwax that traps dirt and foreignobjects from getting into our ears. We should not insert any object into the ear canalthat might puncture the ear drum and cause infection. After taking a bath or swimming, it is very important to dry our ears with thecorner of a clean face towel. Earplugs can protect our ears during swimming andfrom exposure to loud noise. One out of every ten people has hearing loss (Meeks, L., Heit, P., & Page, R.,2012). Causes of hearing difficulty and loss include premature birth, birth defects,and exposure to drugs, infections, injuries and loud noise. A physician should beconsulted immediately for ear problems.Let Us Learn Activity 1: Can You Hear Me? (5 mins.) 1. Tell the pupils to cover their ears well with their hands.2. Call on a pupil to come to the front and say something or recite a poem.3. Call on a pupil to repeat what the first pupil said.4. Ask: Why can’t you repeat what was said? How are our ears important?Activity 2: What’s in the Box? (5 mins.)Materials Needed: 3 boxes with objects inside which makes different sounds when shaken1. Show some closed boxes to the pupils. 63

2. Say: There is something inside each box. Guess what is in the box. You can shake the box. Listen well to the sound. 3 Call on volunteers to guess the content of any box they choose. 4 Ask: What’s in the box? How did you know? What helped you guess? Activity 3: Sound Check (10 mins.) 1. Ask:  What things make pleasant sounds?  What things make unpleasant sounds?  What do we call some unpleasant sounds? Answer Key:  Pleasant sounds: 2, 5, 6, and 7  Unpleasant sounds: 1, 3, 4, 8, and 9 Activity 4: Let’s Care For Our Ears (10 mins.) 1. Read the rules and let the pupils read after you, if they cannot read yet, discuss the rules. 2. Let the pupils read each rule and have them raise their hands if they are following it and to put their thumbs down if not. Activity 5: For Ears or Not Read the instruction and let the pupils do it in their notebook. Assignment: Be ready for ear inspection the following day.Lesson 3: Mind your NoseNumber of Sessions: 1Objectives At the end of lesson, the pupils should be able to: 1. explain the importance of the nose 2. demonstrate proper ways of caring for the noseContent Health Habits and Hygiene Care of the NoseBackground Information Our nose helps us in breathing and in smelling. We inhale and exhale throughour nose. It also aids our speech and sense of taste. Inside our nose are tiny hair-likecilia and mucus that warm, moisten and filter air that passes through it. Allergies andthe common cold may cause problems by producing too much mucus. If severe, thismay lead to sinus infection, or even ear infection. Nose picking may also cause the 64

thin skin membrane inside the nose to break, which may lead to bleeding orinfections. Piercing the nose for ornaments may likewise cause infection. It is very important to observe hygienic and safety measures with our nose andavoid bad habits that can harm the nose: 1. Cover the nose from—  dust--This helps avoid accumulating dirt in the nose and spreading germs as well.  foul smell  cigarette smoke  thick smoke  strong chemicals 2. Use clean cloth, tissue, handkerchief, upper sleeve or the crook of the elbow to cover the nose (NOT your hands) when sneezing or coughing. This will prevent the spread of germs. Your hands should not be used because you spread germs when you touch things with your hands. 3. Blow your nose with both nostrils open and not too hard when you have a cold. A person who has cold should blow his/her nose gently. Blowing the nose hard or violently might make the mucus (with germs) move up to the Eustachian tube to the middle ear and cause infection of the middle ear and the sinuses. Drink plenty of fluids when your nose is clogged. 4. Use a soft cloth, handkerchief, or tissue paper in cleaning your nose. 5. Be sure your hands are clean when touching your nose. 6. Avoid putting small and pointed objects into your nose. 7. Don’t stuff things such as tissue and handkerchiefs up your nose. 8. Avoid nose-picking (especially in public), sniffing, and rubbing your nose. 9. In case of nose bleeding, pinch closed the soft part below the nose bridge and keep the head leaning down. A cold compress over the nose bridge may also help. Do not pull any blood clot outside the nose. If bleeding continues after 20 minutes, see a doctor. Any nasal infection must also be checked by a physician. Let Us Learn Activity 1: Nose Test (10 mins.) Materials Needed: bottle of alcohol, perfume, flower, garlic 1. Tell the pupils to close their eyes. Say: I will go around. Afterwards, tell me what you smelled. 2. Open a bottle of alcohol, perfume, and flower or food item with a distinct smell and place a drop / rub it in your hands. Go around the room and put your hands near the nose of the pupils. 65

3. Ask: What did you smell? What did you use in smelling? Why is the nose important? What are other uses of our nose?4. Let the pupils read the text.Activity 2: Good Smell, Bad Smell (15 mins.)Answer Key1. Orange 3. Aroma of food2. Flowers in the gardenActivity 3: Nose Care (10 mins.)1. Tell the pupils that you will play a game.2. As you call the number of the picture, tell them to raise their hands if the practice is healthy and to point their two thumbs down if it is not.Answer Key: Nos. 2,3,6,7Discuss each answer. Let them explain why each is a good or bad practice. Remember (5 mins.) Our Nose Teach the following song and make (Tune: Leron-leron Sinta) appropriate actions so that the pupils will by Teodora D. Conde remember the lyrics. Our nose is for breathingLesson 4: Tongue that Tastes Our nose is for smelling Let it smell the good.Number of Sessions: 1 Let it not smell the bad. Keep our nose real clean Keep our nose healthy. Always blow it gently. Clean it so carefullyObjectives At the end of the lesson, the pupil should be able to: 1. tell the importance of the tongue 2. demonstrate proper care of the tongueContent Health Habits and Hygiene Care of the Tongue Background Information The tongue is the primary organ of taste. The tongue also helps us in chewingfood, in speaking and forming sounds, and in keeping our teeth clean. The upper surface of the tongue is covered with taste buds. They have poresconnected to the external surface of the tongue. Food molecules start to dissolve insaliva. This in turn interacts with the taste buds, stimulating nerve endings that sendmessages to the brain for interpretation of the different tastes: sweet, bitter, salty, 66

sour, although some scientists have added a fifth taste-- umami, a pleasant savory Comment [Peng2]: This may need to be verifiedtaste (Umami Information Center). further. This comment by Dr Galvez Tan may be connected to his interest and current practice in The notion that the tongue is mapped into four areas is wrong. The ability to alternative medicine. Further, this info may not beperceive different tastes is not localized in different parts of the tongue. All qualities relevant anyway for Grade 1. Will inquire about thisof taste can be elicited from all regions of the tongue that contain taste buds (Smith & from ENT specialists.Margolskee, 2001). A good diet and proper digestion keep the tongue free fromdiseases and it is the soul of healthy mouth care. Comment [Peng3]: Why focus only on spicy food? What about burning the tongue with very hot When the tongue is burned by eating spicy food, take sugar and let it stay in soup or drink which is more common?your mouth, drink milk or any other dairy product, or eat bread. The tongue can alsobe burned when taking very hot soup or drink. First aid for this is to sip ice water. Tryto hold the ice water in the mouth a few seconds before swallowing. Do thisperiodically for 30 mins. or so to cool the burn. DON’T put ice cube or burn ointmentdirectly on the burn. See a doctor if the pain persists. Let Us Learn Activity 1: Put Out Your Tongue (10 mins.) Materials Needed:  piece of food representative of different tastes such as sugar, salt, calamansi, and ampalaya  plastic cups for the food items  neckerchief or cloth for blindfolding 1. Blindfold 10 pupils and tell them that you will drop / put a piece / pinch of food on their tongue. 2. One at a time, put a little drop / piece / pinch of the food item on the tongue of each pupil. 3. Ask: How does it taste? What helped you taste the food? (The tongue helps us taste food). Why is the tongue important? Activity 2: Tongue in Cheek (5 mins.) 1. Tell the boys to let their tongues touch the inner part of their cheek. 2. Tell the girls to curl their tongue inwards. 3. Dictate a rhyme and tell the pupils to repeat it with their tongues in the positions you mentioned. 4. Ask: Can you speak clearly? Why can’t you speak clearly? Why is the tongue important? Our tongue helps us talk clearly. Activity 3: Clean Your Teeth (5 mins.) 67

Material Needed: cracker or biscuit for every pupil1. Distribute a cracker or biscuit to each pupil. Tell the pupils to chew the cracker.2. Say: There’s food on your lower teeth. Let your tongue remove it. Etc.3. Ask: How does our tongue help our teeth? How does our tongue keep our teeth clean?Activity 4: Tongue That Tastes (10 mins.)Answer Key1. Sweet 5. Salty 9. Sour 10. Salty2. Sour 6. Sweet3. Salty 7. Sour4. Bitter 8. Sweet Activity 5: Care for Your Tongue (5 mins,) Answer Key: Pupil brushing tongue (2)Remember1. Read the poem with the pupils.2. Ask: How important is the tongue? How will you care for your tongue?Lesson 5: Smile Bright, Healthy MouthNumber of Sessions: 2Objectives At the end of the lesson, the pupil should be able to: 1. demonstrate the proper ways of caring for the mouth and teeth 2. practice the correct habit of tooth brushing and flossing to prevent tooth decay 3. display self–management skills to prevent mouth diseasesContent Health Habits and Hygiene for the Mouth and TeethBackground Information The mouth is an important part of the digestive system. It secretes the saliva,which contains the enzyme Ptyalin that digests starch in the mouth. The mouth alsocontains the teeth, which cut and grind food into small pieces. It also contains thetongue, which helps turn the food around the mouth to be properly grounded, so itcan be swallowed easily. The tooth is a remarkable structure. It has an outside covering of enamel andhas a root that lies in the socket of the jaw bone. The center of the tooth is the pulpwhich contains blood vessels. Other parts include the dentin, which forms the main 68

bulk of the tooth and gives the tooth its yellowish color, and the cementum, whichcovers the root of the tooth There are 20 milk teeth that should be present by 24 months of age. Lack ofprimary teeth after 2 years is considered delayed development. Milk teeth are lighterin color than permanent teeth. There are 28 permanent teeth that become 32 whenall wisdom teeth have erupted. Baby teeth are also important because they hold the space for the permanentteeth. When the adult teeth are about to come out, they dissolve the root of the babytooth and in the process loosening the baby tooth so that it can easily come out. Pupils lose their baby teeth at approximately the following ages: Age Tooth that Comes out Difficulty in Eating What to Do6-7 Lower central incisors Whole hard Cut food to7-8 Upper central incisors fruits bite-sized pieces9-12 Lateral Incisors found between Food with bon Cut food to central incisor cuspid Whole corn bite-sized10- pieces12 Upper and lower first Food stuck Primary molars between Regular 2nd primary molar brushing and Lower cuspids flossing and and primary cuspid visit to the Upper cuspid dentist Upper and lower primary molars Regular brushing and flossing as well as visit to the dentist twice a yearcannot be overemphasized. Poorly aligned teeth may lead to interference in properchewing. This condition is called malocclusion. Malocclusion may also lead to faultynutrition. A dislodged tooth needs immediate attention. This may happen because of anaccident. When this happens, take the pupil immediately to the dentist, with theundisturbed dislodged tooth. Black teeth are seen in pupils who might have takeniron oral preparations or Tetracycline antibiotics. Black teeth may also indicate decayor dead teeth. It is important to brush our teeth properly. Poor oral hygiene may result toplaque formation in the teeth. Plaque is the main cause for tooth decay, bad breath,gingivitis, and other gum diseases. Plaque is a colony of bacteria, with food debrisand saliva that sticks on the tooth surface. When plaque is not removed, it takescolor and minerals from food that later becomes calcular deposits or tartar. Calculardeposits can only be removed by the dentist using special instruments, and not bybrushing alone. Avoiding excessive amounts of sticky, sweet foods in the diet help promotehealthy teeth. Some foods serve as good cleaning agents for the teeth. Among thesefoods are fruits and vegetables, such as carrots or other crisp, raw fruits and leafy 69

vegetables. These foods make fine between-meal snacks since they have highnutritive value as well as being good teeth cleansers. Cooked vegetables also havethe same effect. Brushing the teeth right after eating is the best method of cleaning awayparticles of food that cling to the teeth, especially bits of sweet foods that fostergrowth of bacteria and the production of cavity-producing acids. The best kind oftoothbrush is one that has firm bristles, and a head small enough to get to allsurfaces of the teeth. For adults, use vertical strokes or sweeping motion, from thegums downward for the upper teeth and from the gums upward for the lower teeth.For younger pupils, tooth brushing must be done in a circular motion. Usingtoothpaste with fluoride helps in providing extra protection for the teeth. This is doneby adapting the “No-Rinse” brushing using the procedure below: 1. Floss the teeth to remove food debris. 2. Put a pea-sized amount of toothpaste on the toothbrush. 3. Wipe the toothpaste on all surfaces of the teeth. Make sure the toothpaste is well-distributed. 4. Brush by areas following a pattern, so as not to miss out on some surfaces (e.g., right-upper-top, left-upper- top, left-lower-top, right-lower-top, right-upper- outer side, front-upper-front, left-upper-outer side, and so on). 5. Spit out excess toothpaste and remaining food debris. 6. Wash your toothbrush. 7. Brush your tongue. 8. Repeat steps 6 and 7 until the toothpaste taste is gone (around 2 or 3 tongue- brushing). “No rinse” brushing maximizes the effect of the fluoride since it is not rinsed-offafter brushing. Fluoride naturally occurs in some water sources in the country.Adding fluoride to a community’s water supply is another method of helping preventtooth decay. In communities where water supply is deficient in this substance,dentists may recommend, as a routine measure, the application of a fluoride solutiondirectly to the teeth, using either sodium fluoride or stannous fluoride. If it is notpossible to brush the teeth after a meal, swishing and gargling water around in themouth is helpful in washing away food particles. But it is a requirement that youshould properly and adequately brush your teeth at least twice a day-- after breakfastand before going to bed, even without toothpaste. Remember that it is the properbrushing technique that cleans and not the toothpaste. In fact, salt and baking sodacan be used as substitute for commercial toothpaste. Toothpaste should not beswallowed, but is not very harmful if accidentally swallowed in small amounts. Proper care of the teeth and correct tooth brushing must be taught at an early age.The minimal use of the toothpaste (about mongo size) and other toothpastesubstitutes (e.g. salt) to be used sparingly must also be given emphasis. Dental flossor a thin thread completes the teeth cleaning, sweeping the food particles in-betweenteeth, which the toothbrush cannot reach. Correct the misconception among pupilsthat nganga or chewing betel nut strengthens the teeth. 70

Careful supervision by a dentist during the growing-up years can help preventmany of the conditions affecting the teeth. Some conditions commonly found amongpupils are poorly aligned teeth, overlapping teeth, widely-spaced teeth andprotruding teeth. Only dental intervention is applicable in these cases. Regularcheck-up with the dentist at least twice a year as a preventive health measure shouldbe emphasized.Day 1 Let Us Learn Activity 1: Healthy Smile (3 mins.) Answer Key  Girl with complete teeth  Explain that some of them may have lost their front teeth, which is natural. Activity 2: Our Mouth (5 mins.) Material Needed: 1 small mirror for every pupil 1. Tell the pupils to read “Our Mouth.” If they cannot read yet, tell them to follow as you read. After reading, ask:  Why is our mouth important? What is inside our mouth?  What’s the use of our teeth?  What does our tongue do?  What will happen if we have no mouth? no teeth? no tongue? 2. Tell the pupils to read “Our Teeth” silently, then orally. 3. Ask: How many teeth do you have? What are they called? 4. Tell the pupils to do the Activity 3: My Milk Teeth. 5. Tell the pupils to look at the mirror and to count their teeth. 6. Tell them to look at the picture of the baby teeth in the Learner’s Material. 7. Let them match the picture with their teeth. Tell them to put an X on the teeth that match their missing teeth. Activity 3: Stay Away, Tooth Decay (7 mins.) Materials Needed:  3 cooked eggs with shell soaked in different liquids, such as dark soft drinks, vinegar, and fruit juices in different containers  toothbrush half filled with toothpaste (pea-sized amount) 1. Label the different cups. Show the eggs still soaked in the different liquids. 71

2. Tell the pupils that the liquids are tooth attack “monsters.”3. Using a toothbrush with a small amount of toothpaste, gently start brushing the egg as if it were a large stained tooth. Use small circles, just as you would if you were brushing real teeth. The toothpaste will start to remove the cola stain immediately.4. Have the pupils take turns brushing the color of the eggs.Activity 4: We Brush Our Teeth (15 mins.) Materials Needed: cartolina model of teeth, big model of toothbrush For each pupil: toothpaste or salt, glass of water, dental floss or clean thread, small towel, a toothbrush1. Ask: How many brushed their teeth this morning? When did you brush your teeth? Why did you brush your teeth? How did you brush your teeth?2. Let the pupils read the text silently, then orally. Ask: Why should we brush our teeth?3. Teach proper brushing of teeth. Do it step by step with the pupils using their own toothbrush while you model brushing with the giant toothbrush.4. Read each step. Let the pupils repeat what you say.5. Tell them to put only pea-sized toothpaste.6. Do the action and let the pupils imitate you. Count 1 to 10 as the pupils brush each part.7. Repeat the activity while singing the “Tooth Brushing Song.” Have the pupils sing along with you to the tune of Row, Row, Row Your Boat. Brush, brush, brush your teeth, brush them every day. Brush the top, front and back, clean food bits away. Brush, brush, brush your teeth, brush them every day. Brush your tongue; don’t forget; now we smile all day.Activity 5: Don’t Forget to Floss (5 mins.) Materials Needed: dental floss or clean thread, glass of water1. Teach proper flossing the way you taught proper tooth brushing.2. Follow the step-by-step procedure of flossing.Remember (5 mins.) 72

Tell the pupils to finish these sentences. I will brush my teeth __________. In brushing my teeth, I use __________. I will floss my teeth __________. In flossing my teeth, I use __________. We will visit the dentist __________.Day 2 Let Us Learn Activity 1: Good or Bad? (10 mins.) Answer Key A: Eating vegetables Brushing teeth Gargling with water Having dental check-up B. Eating candies and chocolate Drinking cola Biting pencil Sucking thumb 1. Let the pupils do the Activity. 2. Let them explain and give reasons for their answers. Be sure to add information that the pupils need. Activity 2: Healthy Food for the Mouth (5 mins.) 1. Let the pupils read the text silently, then orally. Then, let them do the activity. Answer Key  : Guava and makopa, malunggay and pechay  : Ice cream, chocolate, cake 73

Activity 3: Healthy Habits for Bright Smile (15 mins.) 1. Divide the class into two. Have one group read the Do’s and another Don’ts. 2. After each group are done reading, ask the pupils to explain. Remember (10 mins.) 1. Have a guessing game. Act out a health habit learned from the lesson. Ask the pupils to guess the health habit. Tell them to explain their answers. You might start the game and call on another to continue. 2. End the lesson with the song. Put action in the song or have a group sing a line standing.Lesson 6: Smooth SkinNumber of Sessions: 1Objectives At the end of the lesson the pupil should be able to: 1. discuss the importance of the skin 2. identify helpful things for skin care 3. identify some common diseases of the skin 4. demonstrate ways of caring for the skin 5. display self-management skills in caring for the skinBackground Information The skin is considered the largest organ of the body with a surface area ofapproximately two square meters. The skin consists of two principal layers- theepidermis, which is the superficial cellular layer and the dermis, the underlying layerof loose, irregularly arranged connective tissue with accessory structures, such ashair follicles, sweat glands, mammary glands, blood vessels, lymphatic nerves, andspecial nerve endings. The skin varies in thickness. It is very thin over the eyelids,and quite thick on the palms of the hands and soles of the feet. The skin is important because:1. The skin is the organ of feeling on the outside of the body. There are 16,000 nerve endings in the skin that detect heat and cold and more than 4,000,000 that detect pain.2. The skin also causes the sensation of touch, which in some way is heightened by the hair of the body. If a hairy portion of the body is shaved, its sensitivity to touch is temporarily reduced.3. The skin is an organ of protection. It prevents fluid loss and reduces abrasive trauma. 74

4. The skin is also an organ of secretion because it contains sweat glands for temperature regulation and the mammary glands (modified sweat glands) under the primary control of endocrine hormones. Some common diseases of the skin among pupils are head lice or pediculosiscapitis and scabies. Head lice are tiny wingless insects that suck blood from yourscalp; they cannot fly nor jump. Head lice infestation is common among pupils(especially girls) and their families. According to DepEd, approximately 40% ofFilipino school pupils have head lice. This is commonly spread through head-to-headcontact with an infested person. Sharing personal belongings (hat or cap, comb andhairbrush, hair accessories, etc.) and home furnishings (pillows, towels, clothes,upholstery, etc.) can also spread head lice. The egg or nit (lisa) hatches into anymph and develops into an adult louse (kuto). Lice suck blood through their needle-like mouth and in the process excretes saliva, which causes itching. If scratched,sores can develop in the scalp. A fine-toothed comb (suyod) can be used to detectthe presence of lice as well as eradicate them. Scabies is another skin condition that affects many pupils and their families. It iscaused by a tiny mite called Sarcoptes scabiei. The microscopic mite burrows intothe skin, which triggers an allergic reaction that manifests itself through intenseitching, usually at night. Burrow tracks appear as tiny blisters, usually in the scalp,face, neck, palms and soles of the feet of pupils. Vigorous scratching can result toskin infection. Scabies is highly contagious, such that the whole family is usuallyinfected. It is spread through close contact with an infected person, and sometimesthrough sharing of personal belongings. Bathing and over-the-counter medicineswon't treat scabies; the pupil has to be seen by the doctor. Take the pupil to the doctor for rashes, allergies, and other signs and symptomsof irregularities in the skin. To take care of the skin:  Take a bath every day, even twice during summer.  Use your own towel to dry you up.  Wear clothes appropriate for the weather.  Use comfortable footwear.  Eat fruits and leafy vegetables.  Play inside when the sun shines overhead, especially between 10:00 a.m. to 4:00 p.m. Encourage pupils to trim their fingernails and toenails regularly and to comb theirhair, which are all outgrowths of the skin.Day 1 Let Us Learn: (5 mins.) Activity 1: Name Game (10 mins.) Materials Needed: comb, face towel, basin of water and dipper, soap and soap dish, nail clipper, hairclip, hairbrush, bath towel, clothes, shoes, slippers 75